Grouping students to problem solve....

In our classroom we often work in groups.  Sometimes we work alone, in pairs, in small teams and sometimes whole group.  As a rule, however, we choose new groups every week and tackle the new concepts together.  I am  pro grouping, but share concerns for all of the reasons that we all can list.  Grouping can mean that some kids can get out of some of the work.  That is true.  However, grouping can also mean that the combined strength of a team will allow the students to tackle more challenging problems, exposing them to higher levels of math and more opportunities to learn.

In my classroom we have spent a good chunk of time learning how to work in a group.  Each week the students assign roles and we stick to them with a little flexibility unless things start to go sideways and then we tighten the roles back up.  We have a number of ways that we choose groups including colored sticks, pairing up problems and solutions, birthdays line up with count offs......there are a million ways and I often look to the internet for new and crazy ways to shake things up.  But mostly we use colored popsicle sticks.

Every now and again, I will find that a student has regrouped themselves.  In one moment they are where they were grouped and the next they are sitting next to their best buddy.  Sometimes I choose to put them back and sometimes I let it go.  It all depends on what I need to accomplish, what is going on socially with the group, and what the individual student needs.  Today, I let it go.  I'm glad I did.

Luck of the draw had a group of all boys working together this week.  The next thing I know, one more boy has joined the group.  Slyly.  Stealth mode.  In 8th grade when something like that happens, there is always one other immediate occurrence.  While the group in question avoids making eye contact with the teacher, every other student in the room is looking to the group- to the teacher- and back to the group again to see what will happen next.  I just smiled.  They really are an awesome group of kids.  I let it go and waited for my opportunity.

We are working on polynomials.  I love polynomials.  They are fun to work with and what is greater than saying the word, polynomials.  Nothing.  Except maybe theoretical probability.  That's fun too.  But today it was polynomials.  We can add and subtract polynomials like bandits.  We have recently learned how to multiply with multiple methods.  (We like choices.)  The groups were given a problem to solve that involved shipping a package.  The simplified version is that they needed to find the surface area, total surface area and volume of the box.  There is a story that goes with it and in the end the good guy wins but basically, they had to add, subtract, multiply and divide with polynomials. It was a really great problem.

Then there is my group of boys including the renegade. I watched them carefully waiting for a chance to catch them fooling around so that I could point out that it doesn't help them mathematically to undo my excellent grouping strategies.  I watched and waited.  I went across the room and kept my ear tuned to them.  I didn't have long to wait.  Three of the five were now sitting back and chatting about something and it wasn't a box.  I headed over ready to claim victory and make my point.

When I got closer I could see two of them huddled together.  Surely they were accessing a game on their iPad and this was going to be a double victory for the teacher.  Nope.  Not even close.  They had all finished the first steps including their full explanations (which were excellent) and now they were waiting for one of the boys to help the other.  There was some confusion and they weren't willing to just give him the answer.  Apparently he hadn't put as much effort in (according to the group) as the others and they were making sure he got it.  What could I say?  Nothing.  I said nothing.  They finished up the problem and headed into the next step together.  I got out of the way.  They successfully solved the box problem and had time to check in about a few social matters as well before time was up.

Once again, my students were the best teachers.

Trying Something New

I love what I do.  I love it.  It exhausts me, challenges me and some days, it even defeats me.  There are times that I simply don't know what to do.  On those days, when I feel absolutely beaten, I generally spend the entire night thinking about that student who refused, was disruptive or simply disengaged.  All night.  Then, a new idea hits and just like that, I'm back, ready to try one more new idea to try to bring that child back into the learning that they must accomplish to be ready for the challenges that I know are ahead, but they have no idea is coming.

Yesterday was one of those days and last night was one of those nights.  Today some of those new ideas worked out and some of them didn't.  Tonight I have a couple of kids I need to worry about and a few that really surprised me by their personal determination and risk taking.  

This blog is my attempt to put my thoughts about teaching in some format that will let me look at them from a new perspective.  I am always looking for a way to become more reflective and to organize some thoughts.  

Middle School students are special.  Very very very special.  You have to love the age to be able to get through the day with so many of them.  I have 8th graders for my homeroom.  I think 8th graders are the most special of all.  They are almost ready for high school but still pretty young and great to work with.  High school students are scary.  Middle school students, they just want fairness.  And food.  If you are fair and have food, you're going to be fine with any 8th grader.  

My 8th graders enjoy a few special privileges including a food cupboard in the classroom where they can bring in treats to share or look for an occasional ramen noodle, or can of ravioli.  Anything hanging around in my cupboard at home can be quickly consumed if I place it in the cupboard in the classroom.  Students can make a cup of tea or cocoa to start their morning, or enjoy a chewy bar that someone has brought in. This little bit of "home" seems to go a long way with the kids.  They have dishes to use, which they then must wash.  That is a challenge every year.  It is their problem to solve, not mine.  They can have the privileges if they solve the problems.  Usually they do.  Leaders step forward to provide guidance, solutions, and dish washing training when necessary.  They don't do a great job with the dishes- some of them don't really wash them well.  So be warned if you use a dish from our classroom, you may want to wash it yourself before using it.

8th graders are also great to brainstorm with.  They have no boundaries.  No limits.  No real cares for what has always been done before.  They are dreamers and when allowed, their ideas are generally hundreds of times better than any an adult could come up with.  My students, especially my 8th graders, helped to plan and implement our proficiency based math program.  I'll share more about that in future posts.  For now,  just know that my kids have no fear of the unknown.  I can say to them, "I wonder how we could...." and just like that they are off.  They are absolutely genius at figuring out how to get around the old molds and into something that they care about.  They care.  Deeply.  They are great kids and I am grateful to them for being willing to take risks and break molds.  They will be promoted soon and move on to the high school.  Another topic that I will likely want to write about.  For a couple of more months, however, they are mine.  In that time, we may just have a few more old molds to break......